Assessment task matrix

State/Territory selection

Evaluation

1 Description

2 Preparation

3 The task

4 Formative action

5 Annotated worksamples

TASK RESOURCES

• Diagnostic grid (doc, 54kb)
• Sample diagnostic grid (doc, 58kb)

Formative action

Using assessment to improve student learning

The information gained about student skills, knowledge and understanding can be used by teachers to shape future learning and teaching. Teachers could use the diagnostic grid (doc,19kb) to record student performance on each of the expected qualities, thus obtaining a snapshot of those areas in which students will need further instruction. The teaching and learning activities that follow the grid are also related to each of the expected qualities and suggest some ways in which teachers could consolidate or extend performance. Click here (doc,19kb) to view how the grid might be completed.

Teaching and learning activities

Ability to evaluate/critique how well the design solution addresses the design brief

1. If students performed at a low level on this aspect of the task, have them refer back to the brief and identify and highlight/underline the key aspects. Ask them to note each of these and then analyse their design solution and make a comment about each aspect in terms of how the design solution addressed it and/or carry out this task for a colleague's design solution.
2. If students performed at a high level on this aspect of the task, have them compare three different design solutions that address the design brief and consider the level to which each of the aspects of the design briefs are addressed by each design solution.

Ability to consider social and/or ethical and/or environmental issues which may impact on the product

1. If students performed at a low level on this aspect of the task, have them identify one area (social, ethical or environmental) and use a concept to identify at least five ways in which this particular area could impact on their design solution.
2. If students performed at a high level on this aspect of the task, have them consider the impact of a different area (social, ethical, environmental) on their design solution, and/or for one area identify three ways in which their product could be modified to have different impacts on that area.

Ability to evaluate/critique the effectiveness of the processes followed

1. If students performed at a low level on this aspect of the task, have them gather the information they have documented in terms of the processes followed, and then annotate it to show where some of the gaps are. They could then discuss this with a peer, and note some suggestions about ways in which the processes could be improved.
2. If students performed at a high level on this aspect of the task, have them conduct some research into at least one alternative process that they could have used in their design solution, and the possible implications of using this process.

Ability to a suggest modification/s to improve the product and processes where relevant

1. If students performed at a low level on this aspect, provide opportunities for them to analyse commercial products and suggest improvements to those. This could be in the form of a PMI (Plus, Minus, Interesting) chart, where they analyse a product and make notes about its positive, negative and interesting points. They can then use this as the basis for suggesting modifications to the product.
2. If students performed at a high level, provide them with (or have them select) a product and brainstorm ways in which the product could be modified to change some design aspect. Design aspects could be, for instance, where it is to be positioned, how it is to be carried out, cost, number of materials used etc. Products used for this could be their own or a commercial product.

Ability to present a clear and appropriate evaluation report

1. If students performed at a low level on this aspect of the task, show them models of successful reports and have them reflect on the positives and negatives of their own evaluation report. This could be done in a table. They could then suggest some ways in which they could modify their report to improve the clarity.
2. If students performed at a high level on this aspect of the task, have them consider a different format for their report and what information they would include if it was presented in that way. Encourage them to consider a format that is new for them.